janine mcintosh - aust. mathematic sciences institute - choose maths: getting more girls into maths
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Choose Maths: Getting more girls into maths Australian Mathematical Sciences Institute (AMSI)
Janine McIntosh AMSI Schools Manager
Choose Maths Program Director
In a year when the first Australian and the first woman, CSIRO's Amanda Barnard, has won the prestigious Feynman Prize for Nanotechnology, it is difficult not to be excited at the potential of STEM.
AMSI was established in November, 2002
We aim to improve the teaching of mathematics at primary and secondary level by joining with teachers, mathematics teacher associations and government agencies to develop a strategy to address issues such as teacher shortfalls and under-qualified teachers.
AMSI has 36 members including university mathematics departments, the Australian Mathematics Trust, the Australian Bureau of Statistics, the Bureau of Meteorology and CSIRO.
Australia - We need to talk • There is a shortage of mathematically
capable professionals • Industry need staff with mathematics and
statistics skills • We need more qualified teachers • Increasing the number of women could go
some way to addressing this
Schools ICE-EM Mathematics Textbooks written and developed for the Australian mathematics curriculum Published by Cambridge University Press www.icemaths.org.au
Consultation for the Australian mathematics curriculum AMSI worked extensively with ACARA during the development of the Australian mathematics curriculum
OUTREACH Over 500 schools have participated in an outreach program of professional development and school visits directly with AMSI specialists since 2005.
Advocacy, Policy and Government Relations
AMSI’s work is driven by data: • Discipline Profile of
the Mathematical Sciences
• Policy Measures in the national interest
The state of school maths
Out of field teaching Table 5.17 Teachers teaching in selected areas: qualifications, experience and professional learning activities
Area currently teaching
Years of tertiary education in the area (%) Methodology training in the
area?
Yes (%)
>5 years teaching experience in the
area?
Yes (%)
Professional learning in past 12
months in the area?
Yes (%) 1 2 3+ Total with at
least 1 year
Primary
LOTE 12.6 4.5 47.4 64.5 52.9 52.8 41.5
Special Needs 10.4 7.1 44.4 61.9 57.9 51.5 54.7
Secondary
Chemistry 11-12 6.8 14.8 74.9 96.5 67.5 69.7 44.2
IT 7/8-10 10.5 8.5 33.8 52.8 42.5 46.1 47.3
IT 11-12 11.3 8.5 46.9 66.8 52.0 64.4 62.6
Maths 7/8-10 15.2 15.7 45.8 76.7 60.4 62.8 49.4
Maths 11-12 9.1 16.6 64.1 89.7 76.3 78.3 59.7
Physics 11-12 19.9 16.8 54.1 90.9 56.9 66.5 43.5
Note: The figures reported in this table are estimates of population values obtained from the SiAS sample. Each should be seen as an estimate, not as an exact measure of the population that it represents. See Section 2.6 and Table 2.10 for a guide to the likely precision of the estimates in the table.
Source: Staff in Australia’s Schools 2010, ACER
Decline in Year 12 enrolments
14.2 13.6 13.6 12.8 12.4 12.0 11.4 11.2 11.8 11.7 11.3 10.6 10.3 10.3 10.3 10.1 9.6 9.4
27.3 26.9 27.2 26.2 25.2 25.1 24.3 23.5 23.7 22.7 22.6 21.8 21.1 20.7 20.4 19.9 19.8 19.4
37 37 39 39
41
47 45 46 47 46 47 48 48 49 49 50
52 52
0
20
40
60
Perc
enta
ge o
f Yea
r 12
(%)
Year 12 mathematics students in Australia (1995-2012)
Advanced Intermediate Elementary (estimated)
Source: Barrington, F. (2013) Year 12 Mathematics Participation Rates in Australia
The state of school maths
Decline in Year 12 participation
Source: Barrington, F. (2013) Year 12 Mathematics Participation Rates in Australia
0
5
10
15
20
25
30
35
40
Perc
enta
ge lo
ss p
er y
ear
Percentage decline advanced mathematics
The state of school maths
Gender imbalance
0
5
10
15
20
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Part
icip
atio
n ra
te (%
)
Year 12 Advanced mathematics students in Australia
% of Year 12 females % of Year 12 males
Source: Barrington, F. (2014) Year 12 Mathematics Participation Rates in Australia
The state of school maths
Extract from Table C3.3a Distribution of tertiary new entrants, by field of education
Engineering and construction
Sciences Life sciences
Physical sciences
Mathematics and statistics
Computing
OECD Note
Australia 1 9 12 4 2 n 4
Denmark 12 8 1 1 1 4
Finland 2 25 9 1 3 1 4
Germany 2 16 13 2 4 2 4
Ireland 2 11 15 4 2 n 6
New Zealand 6 16 5 3 3 6
Sweden 19 11 2 2 2 5
United Kingdom 8 14 5 4 2 4
OECD average 15 10 2 2 1 4
EU21 average 15 11 2 2 1 4
Notes: 1: Exclude tertiary-type B programmes. 2: Exclude advanced research programmes. n: Magnitude is either negligible or zero.
Source: selected data form Education at a Glance 2013: OECD Indicators
Low graduation rates relative to OECD
The state of school maths
Low graduation rates relative to OECD Extract from Table A4.3b Distribution of tertiary-type A and advanced research programmes graduates, by field of education (2009)
Engineering, Manufacturing
and construction
Science Life sciences
Physical sciences
Mathematics and statistics
Computing
OECD Note (7) (8) (9) (10) (11) (12)
Australia 1 7.2 10.6 3.4 1.9 0.5 4.9
Canada 1 8.5 13.0 6.6 2.9 1.4 2.1
Denmark 11.1 8.2 1.9 1.9 1.1 3.3
Finland 20.6 7.6 1.5 2.0 0.9 3.0
Germany 12.3 16.5 3.6 5.1 3.0 4.8
Ireland 8.1 11.6 3.9 1.7 0.9 3.6
New Zealand 6.3 12.5 5.3 2.5 1.3 3.9
Sweden 16.4 7.4 2.8 1.6 0.7 2.3
United Kingdom 9.2 13.6 4.3 3.8 1.5 4.1
OECD average 12.0 9.3 2.8 2.2 1.0 3.3
EU21 average 11.4 8.7 2.5 2.0 0.9 3.2
Notes: 1: Year of reference 2008.
Source: selected data form Education at a Glance 2013: OECD Indicators
The state of school maths
Outreach
• Outreach in school - Professional Development for mathematics teachers
• Resources for teachers supporting the national curriculum
• Maths Ad(d)s • Maths: Make Your
Career Count • Public engagement
With Jean-Marie de Konincks - MITACS: Co-organising an International Outreach Meeting at the Banff International Research Station in November 2015
Times Education Supplement Australia • In its first six months to March 2014, the 100 AMSI
resources on TES shared received 6280 views. • Since March the number has increased to 10 783
views.
Cambridge University Press • links to TIMES and SAM
Modules in electronic versions of ICE-EM Mathematics
• Videos • Modules
www.amsi.org.au/teachermodules
www.amsi.org.au/mathsdelivers
Supporting the curriculum
Maths and Biology “the most rewarding aspect of Bioinfosummer was the emphasis on the crossover between biology and informatics”
Maths and Computing “I work for the Australian Government Antarctic Division as a data miner. My job is to collaborate with the scientists who go to Antarctica under Australia’s research program.”
Curriculum challenges
Engaging with girls
http://theconversation.com/meet-the-winners-of-the-fields-medal-the-nobel-prize-of-maths-30411
• Two-year development of the project proposal
• Five- year program of intervention, information and reward
• Fixed budget, outcomes and KPIs • Multi-pronged approach • AMSI Member involvement opportunities
at every stage
• There is no known neuropsychological difference between boys and girls with respect to ability in mathematics
Questions
Ms Janine McIntosh, Schools Manager
Australian Mathematical Sciences Institute Phone: (03) 8344 1790 Email: [email protected] Web: www.amsi.org.au